ASSOCIATION BETWEEN SELF-REGULATED LEARNING STRATEGIES BASED ON SERIOUS GAMES AND LEARNING ACHIEVEMENTS

The present research work was aimed to analyse the association between self-regulation strategies and student learning achievements in learning contexts based on digital games. In this study, a correlational design was used; 86 students of higher education participated in the study, who were enrolled in Research Methodology Courses during the first semester of 2017 at the Universidad Tecnica de Machala, Ecuador. The students received classes in Research Methodology based on a serious game adapted to support self-regulated learning. At the end of the intervention with serious game, the students were interviewed with a guide called "Entrevista de Autorregulacion Basada en Juego Serio" (EABJS), in order to identify how many times self-regulation strategies were used by the students; in addition, a test was used to assess students learning outcomes within the Research Methodology subject, to identify learning achievements categorized as follows: very low, low, medium, high and very high. The data analysis was performed with the Spearman's rank-order correlation (nonparametric). The results showed a moderate positive correlation between the use of self-regulation strategies within the serious game and the students' learning results. It is concluded, as an approximation, that as more often students use self-regulation strategies in a serious game environment, they are more likely to obtain better scores.